Discourses about School-Based Mathematics Teacher Education in Finland and Sweden

Autor/inn/en	Ryve, Andreas; Hemmi, Kirsti; Borjesson, Mats
Titel	Discourses about School-Based Mathematics Teacher Education in Finland and Sweden
Quelle	In: Scandinavian Journal of Educational Research, 57 (2013) 2, S.132-147 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2011.623178
Schlagwörter	Foreign Countries; Mathematics Education; Case Studies; Educational Environment; Interviews; Focus Groups; Discourse Analysis; Teacher Educators; Teacher Attitudes; Pedagogical Content Knowledge; Inservice Teacher Education; Preservice Teacher Education; Cross Cultural Studies; Textbooks; Mathematics Instruction; Finland; Sweden + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Diskursanalyse; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Pädagogische Kompetenz; Lehrerfortbildung; Lehramtsstudiengang; Cultural comparison; Kulturvergleich; Textbook; Text book; Schulbuch; Lehrbuch; Mathematics lessons; Mathematikunterricht; Finnland; Schweden
Abstract	In this cross-case study we focus on school-based teacher education in Sweden and Finland. Through the use of focus-group interviews with mathematics teacher educators in Finland and Sweden, the study shows that there are substantial differences in how school-based teacher education is introduced and portrayed in the discourse about teacher education and prospective teachers' learning. The school-based teacher education among the Finnish groups is made relevant in relation to several aspects of prospective teachers' learning. In the Swedish groups, school-based teacher education is portrayed as an organizational problem and few aspects of prospective teachers' learning are brought into the discourse. The results cannot be generalized to the two countries but show interesting conceptualizations of school-based education potentially useful for teacher educators and scholars. (Contains 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10